Culture In Second Language

Language and culture is closely related to each other; therefore it is obvious that knowledge of target culture plays an important role in the quicker acquisition of the target language itself. Researchers in several parts of the world have publicly recommended for a more integrated approach with an exact emphasis on culture in second language teaching and learning as well.
The relationship between language and culture has been in the center of interests of many scholars from various disciplines. Most researchers view that language is inseparable from culture. Gumperz and Hymes (1972) (cited in Hinkel, 1999) held the view that uses of language and its analyses are inseparable from the society, specific sociological situations, the interlocutors’

Understanding the related problems of the students’ backgrounds, making them communicate through role playing, motivating them with other aspects like class coffee break, weekly football or other games may result in a great deal of achievement. In short, doing these activities makes them feel that they are part of the learning and teaching process. Stern was teaching immigrant students who were isolated from a sense of community. Many of the students came to ESL classes not so much to learn English, but to take a break from “the dangerous” world out there. Stern (1997)

They question the desirability of identifying the learning of English with the culture of the native speaker, and counter-propose the use of local varieties of English. Suggestion in this position is the desirability of bilingual/bicultural teachers of English as a foreign language. (Alptekin and Alptekin, 1984: 14; see also Rampton, 1990, who questions the status of the ‘native speaker’ at a time when world English is a mosaic of many non-native – and ‘nativized’-